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Autumn Year 3 Baseline SPAG Assessment

Year 3 Baseline SPAG Assessment

Year 3 Baseline SPAG Assessment

This Year 3 Baseline SPAG Assessment for the Year 2 Vocabulary, Grammar and Punctuation objectives will help teachers assess prior knowledge and identify gaps to inform planning. This assessment covers use of punctuation, sentence types, noun phrases, use of suffixes to create nouns, adjectives and adverbs, past and present tense, commas and apostrophes.

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What's included in the pack?

This pack includes:

  • Baseline SPAG Assessments for Year 3.
  • Tracking spreadsheet to help identify gaps in knowledge.  Answers included.

Year 2 English:

Writing - Vocabulary, Grammar and Punctuation

Develop their understanding of the concepts set out in English appendix 2 by:

Learning how to use both familiar and new punctuation correctly (see English appendix 2) including:

(2G5.1) capital letters

(2G5.2) full stops

(2G5.3) question marks

(2G5.4) exclamation marks

(2G5.5) commas for lists

(2G5.8) apostrophes for contracted forms

(2G5.8) apostrophes for the possessive (singular)

Learn how to use:

Sentences with different forms:

(2G2.1) statement

(2G2.2) question

(2G2.3) command

(2G2.4) exclamation

(2G3.2) Expanded noun phrases to describe and specify [for example, the blue butterfly]

(2G3.3) Co-ordination (using or, and, or but)

(2G3.4) Subordination (using when, if, that, or because)

(2G4.2) The present and past tenses correctly and consistently including the progressive form

(2G7.1) Some features of written Standard English

Use and understand the grammatical terminology in English appendix 2 in discussing their writing

English Appendix 2 guidance:

(2G1.6) Use of –ly in Standard English to turn adjectives into adverbs

(2G2.1) How the grammatical patterns in a sentence indicate its function as a statement

(2G2.2) How the grammatical patterns in a sentence indicate its function as a question

(2G2.3) How the grammatical patterns in a sentence indicate its function as a command

(2G2.4) How the grammatical patterns in a sentence indicate its function as a exclamation

(2G3.4) Subordination (using when, if, that, because)

(2G3.2) Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon]

(2G3.3) Co-ordination (using or, and, but)

(2G4.1d) Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he was shouting]

(2G4.2) Correct choice and consistent use of present tense and past tense throughout writing

(2G5.1) Use of capital letters to demarcate sentences

(2G5.2) Use of full stops to demarcate sentences

(2G5.3) Use of question marks to demarcate sentences

(2G5.4) Use of exclamation marks to demarcate sentences

(2G5.5) Commas to separate items in a list

(2G5.8) Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name]

(2G6.3) Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman]

(2G6.3) Formation of adjectives using suffixes such as –ful, –less (A fuller list of suffixes can be found in the year 2 spelling section in English Appendix 1)

(2G6.3) Use of the suffixes –er, –est in adjectives

Terminology for pupils:

(2G1.1) noun

(2G1.2) verb

(2G1.3) adjective

(2G1.6) adverb

(2G2.1) statement

(2G2.2) question

(2G2.3) command

(2G2.4) exclamation

(2G3.2) noun phrase

(2G4.2) tense (past, present)

(2G5.8) apostrophe

(2G5.5) comma

(2G6.3) compound

(2G6.3) suffix

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